THE VALUE OF COLLEGE- AND
CAREER-READY GRADUATION
REQUIREMENTS IN THE
DISTRICT OF COLUMBIA
Why College- and Career-Ready
Expectations for All?
A high school diploma is no longer enough; now, nearly every good
job requires some education beyond high school – such as an
associates or bachelors degree, certificate, license, or completion of
an apprenticeship or significant on-the-job training.
The U.S. is at risk of losing its competitive advantaged as the most
highly educated nation.
Far too many students drop out or graduate from high school
without the knowledge and skills required for success, closing doors
and limiting their post-high school options and opportunities.
Requiring a college- and career-ready curriculum for all students will
provide students with the core, foundational knowledge and skills
they need to succeed in college, careers and life.
2
A HIGH SCHOOL DIPLOMA IS NO
LONGER ENOUGH FOR SUCCESS
Jobs in Today’s Workforce Require More
Education & Training
Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The
Economic Roots of K–16 Reform, Educational Testing Service, 2003.
4
The Rise of the Middle-Skill Jobs
High-skill jobs
Occupations in the professional/ technical and managerial categories.
Often require four-year degrees and above
Middle-skill jobs
Occupations that include clerical, sales, construction, installation/repair,
production, and transportation/material moving.
Low-skill jobs
Occupations in the service and agricultural categories.
Often require some education and training beyond high school (but
typically less than a bachelor’s degree), including associate’s degrees,
vocational certificates, significant on-the-job training.
Source: The Future of Middle-Skill Jobs” by Harry J. Holzer and Robert I. Lerman,
Brookings Institution, February 2009.
5
Demand for Middle-Skill Workers Outpaces
DC’s Supply
 In 1950, 60% of jobs were classified as unskilled, attainable by young
people with high school diplomas or less. Today, less than 20% of jobs
are considered to be unskilled.
 One result: The demand for middle- and high-skilled workers is
outpacing the state’s supply of workers educated and experienced at
that level.
83% of U.S. jobs are middle- or high-skill (jobs that require some
postsecondary education or training).
Yet only 38% of U.S. adults have some postsecondary degree
(associate’s or higher).
Sources: Carnevale, Anthony P. and Donna Desrochers (2003). “Standards for What? The Economic Roots of K-12
Reform,” Education Testing Services. http://www.learndoearn.org/For-Educators/Standards-for-What.pdf; Skills to Compete.
http://www.skills2compete.org; Measuring Up (2008), “The National Report Card on Higher Education. “
http://measuringup2008.highereducation.org/index.php
6
DC’s Middle-Skill Jobs
Occupation
Median
Income
(2007)
% By Education Level
(ages 25-44), 2007
Number of Total Jobs
(in thousands)
High School
Some College
2006
2016
% Change
Computer Support
Specialists
$50,900
13%
44%
4.37
4.91
12%
Electrical & Electronic
Engineering
Technicians
$63,600
27%
54%
0.48
0.55
10%
First-line Supervisors
/ Managers of
Construction Trades
$74,100
60%
30%
1.05
1.08
3%
Civil Engineering
Technicians
$57,200
27%
54%
0.22
0.23
5%
Registered Nurses
$67,100
1%
43%
8.79
9.56
9%
Source: U.S. Department of Labor, Career One Stop. http://www.careerinfonet.org
7
Personal and National Costs of Less Education
If the students who dropped out of the class of 2008 had
graduated, the U.S. economy would have benefited from an
additional $319 billion in income over their lifetimes.
Higher levels of education lead to elevated wages, a more
equitable distribution of income and substantial gains in
productivity. For every additional average year of schooling
U.S. citizens complete, the GDP would increase by about 0.37
percentage points – or by 10% – over time.
Source: “The High Cost of High School Dropouts: What the Nation Pays for Inadequate High Schools.” Alliance for
Excellent Education Issue Brief, 2009 http://www.all4ed.org/files/HighCost.pdf; Jamison, Dean T. et al, (Spring 2008).
“Education and Economic Growth.” Education Next. http://educationnext.org/education-and-economic-growth/
8
Personal Benefits of Education in DC
UNEMPLOYMENT
RATE
LEVEL OF
EDUCATION
MEAN
INCOME
7%
TOTAL
$60,621
15%
HS Dropout
$19,399
14%
HS Graduate
$27,320
7%
Some College
$40,807
3%
Bachelor’s & Above
$84,543
Source: U.S. Census Bureau (2008). “Current Population Survey, Annual Social and Economic
Supplement.” Figures are based on total person within the civilian labor force
9
THE U.S. IS AT RISK OF LOSING ITS
COMPETITIVE EDGE
America’s International Edge in High School
Diplomas is Slipping
D.C.
U.S.
Korea
Norway
Japan
Canada
Israel
Denmark
Germany
Netherlands
Ireland
U.K.
Iceland
0
20
40
% Young Adults (25-34) with HS Diploma+
60
80
100
% Adults (25-64) with HS Diploma+
Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported)
11
America’s International Edge in Postsecondary
Degree Attainment is Slipping
D.C.
U.S.
Canada
Japan
Korea
Israel
Norway
Ireland
Belgium
Denmark
Spain
France
U.K.
0
10
20
% Young Adults (25-34) with College Degree
30
40
50
60
% Adults (25-64) with College Degree
Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported)
12
America’s International Edge in Postsecondary
Degree Attainment is Slipping
% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2006)
55-64
45-54
35-44
25-34
ALL (25-64)
1
U.S. (38%)
Canada (43%)
Canada (51%)
Canada (55%)
Canada (47%)
2
Canada (37%)
U.S. (40%)
Japan (46%)
Japan (54%)
Japan (40%)
3
N.Z. (30%)
Japan (39%)
Finland (41%)
Korea (53%)
U.S. (39%)
4
Denmark (28%)
N.Z. (38%)
U.S. (41%)
N.Z. (44%)
N.Z. (38%)
5
Finland (27%)
Finland (34%)
N.Z. (39%)
Ireland (42%)
Finland (35%)
6
Australia (26%)
Denmark (33%)
Korea (37%)
Belgium (42%)
Denmark (35%)
7
Sweden (25%)
Australia (32%)
Denmark (36%)
Norway (42%)
Australia (33%)
8
Norway (25%)
Norway (30%)
Belgium (35%)
France (41%)
Korea (33%)
9
Neth. (25%)
Neth. (30%)
Norway (35%)
Denmark (41%)
Norway (33%)
10
U.K. (24%)
Switz. (29%)
Iceland (34%)
U.S. (39%)
Belgium (32%)
11
Switz. (24%)
Iceland (29%)
Australia (33%)
Spain (39%)
Ireland (31%)
12
Japan (23%)
U.K. (29%)
Switz. (33%)
Sweden (39%)
Sweden (31%)
13
Germany (23%)
Sweden (29%)
Ireland (33%)
Australia (39%)
U.K. (30%)
14
Belgium (22%)
Belgium (27%)
Spain (31%)
Finland (38%)
Neth. (30%)
15
Iceland (21%)
Germany (25%)
U.K. (31%)
U.K. (37%)
Switz. (30%)
DC (N.A.)
DC (N.A.)
DC (51%)
DC (N.A.)
Source: OECD Education at a Glance, 2007; 2007American Community Survey, U.S. Census
13
FAR TOO MANY STUDENTS DROP
OUT OR GRADUATE FROM HIGH
SCHOOL WITHOUT THE
KNOWLEDGE AND SKILLS
REQUIRED FOR SUCCESS
The Expectations Gap
What students are
typically expected to
know at the end of high
school, as defined by
state standards, required
curriculum and
assessments
≠
The knowledge and skills
demanded by
postsecondary and
employers for successful
first-year students and new
employees.
RESULT
In many states, students can earn a high school
diploma without the skills necessary for success in
college and careers.
15
Personal Benefits of Education in DC
UNEMPLOYMENT
RATE
LEVEL OF
EDUCATION
MEAN
INCOME
7%
TOTAL
$60,621
15%
HS Dropout
$19,399
14%
HS Graduate
$27,320
7%
Some College
$40,807
3%
Bachelor’s & Above
$84,543
Source: U.S. Census Bureau (2008). “Current Population Survey, Annual Social and Economic
Supplement.” Figures are based on total person within the civilian labor force
16
Graduation Rates Remain Inequitable
Source: Education Week, Education Counts. Developed through the Custom Table Builder,
http://www.edweek.org/rc/2007/06/07/edcounts.html
17
Enrollment in College Does NOT Equal
College Readiness
Percentage of U.S. first-year students in two-year and four-year
institutions requiring remediation
Source: National Center for Education Statistics, Remedial Education at Degree-Granting
Postsecondary Institutions in Fall 2000, 2003.
18
And Freshmen at Two-Year Colleges are More
Likely to Require Remediation
Percentage of U.S. first-year students in two-year and four-year
institutions requiring remediation
42%
50%
40%
34%
23%
24%
19%
30%
20%
13%
8%
6%
10%
0%
Math
Writing
2-Year Colleges
Reading
Reading, Writing
or Math
4-Year Colleges
Source: National Center for Education Statistics, Remedial Education at Degree-Granting
Postsecondary Institutions in Fall 2000, 2003.
19
Many College Students Fail to Return for
Their Sophomore Year
Source: Measuring Up (2008). The National Report Card on Higher Education.
http://measuringup2008.highereducation.org/index.php; National Center for Education Statistics
(2003), Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000.
20
Many College Students in Alabama
Fail to Earn a Degree
Percent of students earning a bachelors’
degree within six years, 2006
Source: NCES, IPEDS Graduation Rate Survey, analyzed by National Center for Management of
Higher Education Systems.
21
ALL STUDENTS BENEFIT FROM A
COLLEGE- AND CAREER-READY
CURRICULUM
Low-Level Classes Are More Indicative
of Dropouts Than Rigorous Courses
Just offering low- or high-level math courses has an impact on a
student’s likelihood of dropping out.
One study found that for every two additional math courses
offered in high school below the level of algebra, students
experienced more than a 28 percent increase in their odds of
dropping out.
On the other hand, students who attended high schools that
offered calculus exhibited a 56 decrease in their odds of dropping
out, even when taking school and student demographics into
account.
Source: Lee, V. E. & Bukam, D. T. (2003). Dropping Out of High School: The Role of School
Organization and Structure. American Educational Research Journal, 40(2), 353-393.
23
If We Challenge Students – They Will Rise
to the Occasion
Average 8–12th grade test score gains in mathematics for 1992 public
high school graduates according to 8th-grade mathematics test score
quartiles, by curriculum specialization in high school
Source: Levesque, Karen et al (2000). Vocational Education in the United States: Toward the
Year 2000. National Center for Education Statistics.
24
Low-Achieving Students Learn More in
Rigorous Courses
Gains of low-achieving students* placed in different tracks
*Grades 8–12 test score gains based on 8th grade achievement.
Source: U.S. Department of Education, National Center for Education Statistics, Vocational Education in the
United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation.
25
Low-Achieving Students Fail Less Often
in Rigorous Courses
9th grade English performance, by 9th grade course and 8th
grade reading achievement
Percentage of students
earning a “D” or “F”
Source: Cooney, Sondra and Gene Bottoms, Southern Regional Education Board,
Middle Grades to High School: Mending a Weak Link, 2002, p. 9.
26
The Importance of Rigorous Course-Taking
in Closing Gaps
Students who take challenging courses and meet high standards are
much more likely to enter college ready to succeed.
87% of first-generation college-going students – who took a highly rigorous
course of study in high school – persisted in college or earned a degree after
18 months.
Only 55% of first-generation students who took just a general curriculum
persisted that long.
High school students who take advanced math nearly double their
chances of earning a postsecondary degree:
59% of low-income students who took advanced math in high school earned
a bachelor’s degree.
36% of low-income students who did not complete the rigorous high school
course of study earned a bachelor’s degree.
Source: Horn, L. and A.M. Nuñez (2000). Mapping the Road to College: First-generation Students' Math Track, Planning Strategies,
and Context of Support. U.S. Department of Education. http://nces.ed.gov/pubs2001/2001153.pdf; Adelman, C. (2006). The Toolbox
Revisited: Paths to Degree Completion from High School through College. U.S. Department of Education.
27
Advanced Math Boosts College Completion
Source: Adelman, C. (2006, February). The Toolbox Revisited: Paths to Degree Completion from
High School through College. Washington, DC: U.S. Department of Education. (p. xxvi).
28
A Strong High School Curriculum* Improves
College Completion and Narrows Gaps
*Completing at least Algebra II plus other courses.
Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox,
1999.
29
A STATE EXAMPLE
A State Example: Texas’ Recommended
High School Program
Beginning with the class of 2008, all students are automatically
enrolled in the college- and career-ready curriculum – the
Recommended High School Program.
The RHSP has been available as an optional college-preparatory
curriculum for the last decade, but only recently became the default
requirement for all students.
Currently, the RHSP includes three years of rigorous math coursetaking; in 2011, the RHSP will be expanded to include four years of
the four main content areas – English, math, science and social
studies.
31
A State Example: Texas’ Recommended
High School Program
Total
Black
Students
Hispanic
students
Class 2006
Class 2007
Class 2008
80.4% graduated
8.8% dropped out*
78% graduated
11.4% dropped out
79.1% graduated
10.5% dropped out
(8.6% continued on)
(8.7% continued on)
(8.9% continued on)
74.5% graduated
13.3% dropped out
70.7% graduated
17.2% dropped out
71.8% graduated
14.4% dropped out
(10.5 continued on)
(10.5% continued on)
(16.1% continued on)
71.7% graduated
13.1% dropped out
68.5% graduated
16.4% dropped out
70.8% graduated
14.4% dropped out
(13.2% continued on)
(13.3% continued on)
(13.3% continued on)
* Dropped out over four years
Source: Texas Education Agency, Academic Excellence Indicator System, State Performance
Report 2008-09, 2008-07. http://ritter.tea.state.tx.us/perfreport/aeis/index.html
32
More Texas Students Now Complete the
Recommended High School Program
12th Grade Graduates Completing all RHSP or Above
ALL STUDENTS
TEXAS
HISPANIC
BLACK
2000-01
2007-08
2000-01
2007-08
2000-01
2007-08
51.1%
81.4%
49.3%
82.1%
39.6%
74.5%
Source: Texas Education Agency, Academic Excellence Indicator System, State Performance
Report 2008-09, 2008-07. 2001-02. http://ritter.tea.state.tx.us/perfreport/aeis/index.html
33
Texas’ Graduation Rate Has Stayed Constant,
While More Graduates Complete the RHSP
Source: Texas Education Agency, Academic Excellence Indicator System, State Performance
Report 2008-09, 2008-07. 2006-07, 2005-06, 2004-05, 2003-04, 2002-03. 2001-02.
http://ritter.tea.state.tx.us/perfreport/aeis/index.html
34
THE VALUE OF COLLEGE- AND
CAREER-READY GRADUATION
REQUIREMENTS IN THE
DISTRICT OF COLUMBIA